MEM 420 AERODYNAMICS
Course Description: Introduction to Aerodynamics (Low speed, subsonic flow),
Derivation of the conservation equations (Integral form and PDE form) for mass,
momentum, and energy; Potential flow, Irrotational vs Rotational Flow, Airfoil and Wing
Analysis. Boundary layers on plates and airfoils. Introduction to turbulence and vortexdominated flows.
Text: J. D. Anderson, Fundamentals of Aerodynamics, McGraw Hill, Inc.
Edition (©2007, ISBN 0072950463)
Fourth
Where to buy the textbook? www.amazon.com, Drexel bookstore, etc.
Instructor:
Howard Pearlman, MEM Dept., Office 151-I
e-mail: hp37@drexel.edu
Phone: 215-895-1373
Office Hours: TBD
T.A.: Michael Foster, Hess Bldg, Room 104, 215-895-1235
Grading Policy
Grades will be based on an average grade for 4 quizzes (40%), homework and in-class
assignments (10%), a final (40%), and a out-of-class research project (10%). Quizzes
will be every other Friday starting on the second week as indicated. Quizzes and the final
exam will be closed book and notes; one sheet of strictly equations are allowed and must
be turned in with your quiz/ exam.
A:
Average score of 90% or above
B:
between 80% and 89%
C:
between 70% and 79%
D:
between 60% and 69%
F:
below 60%
Course Time and Location: TBD
Homework: Assigned weekly. Due at the beginning of the class, one week from the
assigned date, unless otherwise specified.
Notes: Additional notes and handouts will be supplied by the instructor.
Learning Objectives
1. Determine how aerodynamic lift, drag and pitching moment are generated from the
pressure and stress distributions on airfoils
2. Apply potential flow theory for basic and combined flows (source, sink, uniform
flow, doublet, etc.) and predict the velocity, pressure, and force distributions on
aerodynamic bodies
4. Apply thin-airfoil theory and calculate the 2-D incompressible flow over airfoils
5. Compute the induced drag for finite wings and compare the magnitude of the induced
drag to that associated with the 2D airfoil.
6. Apply the lifting-line approach for calculating lift and induced drag on thin airfoils
7. Apply simple boundary layer models to evaluate the role of viscous effects on the
pressure and shear stress distributions on airfoils
8. Design and fabricate a reduced-scale airfoil using CAD. Test the airfoil in the UG
wind tunnel. Measure the lift, drag and moment about the leading edge for different
angles of attack. Compare the measured results to those computed numerically as
part of the lab.
Prerequisite: MEM 220 Basic Fluid Mechanics
Essential knowledge needed to survive this course
1. Newton's laws of motion
2. Trigonometry
3. Concept of scalars and vectors: dot products, cross-products (curl)
4. Partial derivatives; contour, surface and volume integrals
5. Computer literacy for problem-solving using spreadsheets, making 2-D plots
6. Chemistry background: Perfect gas equation, Avogadro's Number
Lecture Topics
1. Conservation Laws: Laws of physics: Mass, momentum & energy conservation.
Simplifications. Relating line, area and volume integrals. Incompressible & steady
flows. Euler's equation, Bernoulli's equation, pressure coefficient
2. Fluid Motion: Streamlines, translation, dilatation, rotation and vorticity, strain,
viscosity, circulation
3. Potential Flow Method: Velocity potential; LaPlace equation; superposition of
solutions, boundary conditions. Elementary solutions: uniform flow,
source/sink, doublet, vortex, lift and drag coefficients.
4. Airfoils: Specifying circulation and the Kutta condition. Airfoil shape. Vortex sheet.
Thin airfoil theory, lift curve slope, center of pressure, aerodynamic center.
5. Panel methods
6. Wings: Observed characteristics, trailing vortices, vortex sheet, starting vortex,
downwash, induced drag. Vortex filament and Biot-Savart Law,
Helmholtz's vortex theorems. Prandtl's lifting line theory, elliptical lift distribution,
induced drag.
7. Viscosity: Simple solutions to the Navier-Stokes equations.
8. Incompressible boundary layer equations: exact solutions.
9. Boundary layer flow over a flat plate
10. Turbulence and its effects
WHERE DOES MEM 420 FIT
MEM 420 is a 3-credit elective course and can be applied for those interested in the Aerospace track. The
course introduces the students to the equations of motion for incompressible flow and applies them to solve
for the velocity, pressure, and shear stress distributions on airfoils and other shapes. Knowing these
distributions, the loads and moments on the bodies are then computed. A hands-on lab is also required and
provides the students with the basic tools associated with wind tunnel testing.
MEM 420 supports ABET criteria 3 a-k and contributes to the MEM educational objectives.
RELATION TO ABET CRITERIA 3 OUTCOMES:
0 = No content; 1 = Some content; 2 = Significant content
Outcomes a - k
Content
a. An ability to apply
knowledge
of mathematics,
science
and engineering
b. An ability to design and
conduct
experiments as well as
to analyze and interpret data
2
c. An ability to design a
system, component or process
to meet desired needs
1
d. An ability to function on
multidisciplinary teams
e. An ability to identify,
formulate and solve
engineering problems
1
f. An understanding of
professional
and ethical responsibility
1
g. An ability to communicate
effectively
1
In-class discussions. Homework.
Writing a lab report.
h. The broad education necessary
to understand the impact
of engineering solutions
in a global/societal context
1
In-class discussions on flight and
space flight with relevance to social
responsibilities and ethical conduct
i. A recognition of the need for
and an ability to engage in lifelong
learning
0
NA
1
2
Explanation
The students apply and synthesize
their knowledge of math, science
and engineering to solve
aerodynamics problems and design
and test airfoils.
Students will design, fabricate and
test an airfoil of their choosing and
measure the associated forces and
moments and compare to their
calculations and experimental data
available in the literature.
Design problems provide
constraints and require the students
to compute the airfoil properties to
meet the constraints.
On the design project, the students
work in teams.
The in-class problems, homework
problems, and lab require the
students to formulate and solve
engineering problems
This is emphasized as part
of the engineer’s overall
responsibility.
Evidence
Homework,
Exams,
Design project (lab)
Design project
(lab report) - data reported,
plotted and compared.
Homework,
In-class problems
Lab report.
Homework,
In-class problems,
Design project
(lab report)
Classroom discussion
with respect to safety;
examples include NASA
Space Shuttle tragedies
and question the engineer
and managers
responsibilities
In-class discussions
Homework
Lab report
In-class discussion ofsafety
issues, and importance of
low and high-speed flight
for transport of people and
goods as well as space
travel.
NA
j. A knowledge of contemporary
issues
1
Discussions on low and high-speed
flight for transport of people and
cargo. Environmental issues.
Possibilities for future space travel.
k. An ability to use the techniques,
skills and modern engineering tools
necessary for engineering practice
1
The analytical tools needed to solve
real-world problems. Analytical and
numerical techniques are used.
NASA examples are
provided with emphasis on
current events (space
Shuttle tragedy) along with
in-class discussions.
Discussions of the X-Prize
and future space travel.
Analytical techniques in
HW and in-class problems.
CAD used for designing
airfoils. Wind tunnel used
for testing the students
airfoils.